Hands-On, Minds-On: The Impact of Home-Based Experiments on Scientific Process Skills of Indonesian Middle School Students

Abstract

This study investigated the interrelationships among science process skills (SPSs) developed through home-based experiments (HBEs) and examined the correlation between SPS and science literacy (SL) among middle school students. Employing a qualitative correlational design, the study involved 77 seventh-grade students in Aceh Province, Indonesia. Data were collected through test instruments and structured observation sheets. Kendall’s tau-b correlation analysis indicated a moderate positive relationship between the observing and hypothesizing components (τ = 0.579, p < 0.001) as well as between interpreting data and drawing conclusions (τ = 0.478, p < 0.001). A weak yet significant correlation was found between conducting experiments and communicating results (τ = 0.380, p = 0.001). In contrast, Spearman’s rho revealed no significant association between overall SPS and SL (ρ = 0.125, p = 0.281). These findings suggest that while HBE effectively facilitates the development of hands-on scientific competencies, it does not necessarily enhance students’ text-based SL. The results underscore the distinction between procedural and conceptual scientific understanding, emphasizing the need for integrative approaches in science instruction. In addition, students exhibited high engagement during HBE activities, particularly in the observation and experimentation phases, highlighting the motivational potential of home-based inquiry.